The aim of this study was to investigate the possibility of predicting intrinsic and extrinsic motivation for attending college of senior high school students using predictor variables: the satisfaction of basic psychological needs for autonomy, competence and relatedness, and the dimensions of identity development (role commitment and exploration). The study was conducted on 848 students of final grades of high schools in the Republic of Croatia, of which there were 362 boys and 462 girls, average age of 18.15 years (SD = 0.43). 450 students who participated in this resarch was from high school of vocational orientation, while 341 of them were from the gymnasium. Respondents for research completed General data questionnaire, Academic Motivation Scale (Vallerand et al., 1992), Identity Development Process Questionnaire (Balistreri, Busch-Rossnagel and Geisinger, 1995) and Basic Psychological Needs Scale (Gagné, 2003). The results showed that sex and the school success explained 1% of intrinsic motivation for attending college of gymnasium high school students. The basic psychological needs explained 14% variance of intrinsic motivation and significant predictors are need for relatedness and the need for competence. Identity dimension explained 7% of the variance of intrinsic motivation and the commitment and exploration showed as significant predictors. For vocational school students intrinsic motivation significantly predicted school success (6%), the need for relatedness and the need for competence (10%), and the dimension of exploration (4%). Sex and the success explained also 4% of the variance of extrinsic motivation for attending college of gymnasium students, and sex is significant predictor. The basic psychological needs explained 8% of the variance of extrinsic motivation and as a significant predictor showed the need for relatedness. Identity dimensions explained 6% of the variance of extrinsic motivation, both dimensions are significant predictors. For students of vocational high schools extrinsic motivation for attending significantly predicts sex (3%), the need for relatedness (5%) and role commitment as a dimension of identity (3%).